Portfolio 1
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Welcome
What goes up but never comes down?
Your age
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Welcome
What has to be broken before you can use it?
An egg
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UGC Development
Advanced Creative Learning Portfolio
Session will be recorded
This session is being recorded for accommodation purposes and not posted
By continuing to be in the session you are consenting to be recording and having the video available on SLATE
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Agenda
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Welcome & administrative updates
Gibbs Reflective Model
SMART Goals
Upcoming Deliverables
UGC Development Project
Recap from last week
Course Overview
Weekly Schedule | Questions
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| Recap from last week |
Personal Identity
Intellectual Identity
(Learning & Growth)
Professional Identity
World – here I come!
Advanced Creative Learning Portfolio pulls together a story through reflections of your BBA Journey
Intentionally weaving Undergraduate Competencies throughout assignments & assessments
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Personal
Identity
Reflection – who am I now?
How have I developed/changed?
How can I give back as a Senior student?
How can I give back socially?
Giving Back
Intellectual Identity
Promoting my discipline
Incapsulating your academic learnings, deliver a workshop on educating others on what they should know abut your discipline: HR, Finance, Supply Chain, Marketing or Accounting
Discipline
Showcase
Professional Identity
Showcase (tradeshow style)
Online portfolio, interview ready presence
LinkedIn profile
Reflections and enhancements from co-op course
Networking
Professional
Professional Creative Learning Portfolio
Similar to CLP1 this course is about Competency and Identity development vs content development
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Capstone project
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How
In class activities
Reflections
Evidence of growth
Artifacts
Development of Undergraduate Competency
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Creative Learning Portfolio
Intellectual Identity
BBA Journey
Personal Brand
Professional
Identity
Personal Identity
My CLP
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| Course overview |
UGC Discussion Post
UGC Workshop
UGC Plan
UGC Status Update
UGC Final Presentation
Personal Brand & CLP Draft
Personal & Professional Identity
Intellectual Identity
Intellectual Identity Workshop
UGC Development
Creative Learning Portfolio Workshop
UGC Development Content is added to the Final CLP
UGC Development (25%)
Final CLP (25%)
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What?
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| Assignment | Weight |
| UGC: (25%) Discussion post (Goal) Plan Status Update Final Presentation |
5 4 4 12 |
| CLP Draft | 5 |
| Personal Brand Research | 10 |
| Personal ID Reflection | 10 |
| Professional ID Definition | 10 |
| Intellectual ID (Showcase) | 15 |
| Final Portfolio | 25 |
| 100 |
Submitted as 1 assignment
Submitted as 1 assignment
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| Undergraduate Competency Development Project (UGC Development Project) |
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BBA Undergraduate Competencies (Review)
Why are UGC important?
The Future of Jobs: 2025 Outlook
Technology impact on job types
85 million jobs displaced/replaced by Artificial Intelligence
97 million new/replacement jobs will emerge that required adaptation
40% of core job skills will change
50% of all employees will need training on skills that don’t exist yet
These competencies are more important than the technical skills
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Source: http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
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Get Let’s Discuss: Assignment #1
(Discussion Post #1 – details on SLATE)
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Undergraduate Competency (UGC)
Development Project con’t
Projects will require pre-approval
Use the sub-competencies to be specific and guide your S.M.A.R.T goal
Projects should be professional
Projects will not be approved that focus on these competencies:
Collaboration & Leadership
Oral & Written Communication
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Undergraduate Competency (UGC)
Development Project con’t
Projects that will not be permitted:
Cooking or baking
Reading books
Professional Development Studying (certifications)
Going to the Gym
Losing weight
Puzzles
Learning a new Language
There is a research component to this assignment
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This project is about the development of your COMPETENCY not the completion of your project
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Behaviours (sub-competencies)
Competency
Focusing on the behaviours (sub-competencies)will help you focus your goal
Focus on ONE behaviour (sub competency)
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Link to video: https://www.youtube.com/watch?v=ncjFqrXj0_Y
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Ingredients for Development and Growth
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Understand the Process
Failure is a Given!
Understand the Process
Failure is a Given!
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Ingredients for Development and Growth
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Activate a Growth Mindset
Get Gritty
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Ingredients for Development and Growth
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Fear
Aiming too Big
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Ingredients for Development and Growth
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Keep Records
Get Out of Your Comfort Zone
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Ingredients for Development and Growth
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Make Adjustments Along the Way
Get Some Help
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Ingredients for Development and Growth
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Find the Meaning
Connect the Dots
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Assignment Tip:
Incorporate assessments from CLP1 (Learning styles, MBTI, Grit/mindset)
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PART A from rubric
personalized and makes connections with other concepts discussed (example: Learning Styles)
linked to the development of the Undergraduate Competency
research of content to development of the competency
application of the Gibbs reflection model
evidence of development and has a critical analysis to the original plan created
.
Using in your UGC Development Assignment-
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| Gibbs Reflective Learning Cycle |
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Using this 6 step model should help to identify your strengths, areas for development and actions you can take to enhance your professional skills – specifically your Undergraduate Competency.
Steps 1 – 3 relate to what happened during the experience (your project)
Steps 4 – 6 focus on how you could improve on the experience and outcome in the future.
Using in your UGC Development Assignment-
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Gibbs Reflective Learning Cycle
One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.
Gibbs’ Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:
Description of the experience
Feelings and thoughts about the experience
Evaluation of the experience, both good and bad
Analysis to make sense of the situation
Conclusion about what you learned and what you could have done differently
Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.
This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.
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| SMART Goals (Review from CLP1) |
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What is a SMART Goal?
A SMART goal is a SINGLE SENTENCE statement that answer the questions
IS IT
Specific?
Measurable?
Action-Oriented?
Realistic?
Time-Bound?
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SMART Goal Development – Example
Goal Statement:
Join the BBA Council by Week 1 next semester
IS IT
Specific?
Measurable?
Action-Oriented?
Realistic?
Time-Bound?
It is NOT 5 sentences explaining what it is or the steps in achieving the goal
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Here are some examples of goals that are NOT SMART
S: I will get at least 80 on my Business law class.
M: The final mark will be showing on my grade report after this semester finished.
A: I will attend to the PAL session every week.
R: It is possible as long as I follow my study schedule.
T: Attending PAL session this Wednesday.
S: Develop Accessing and Analyzing Information competency by researching and analyzing a new topic of study each month.
M: I am able to measure my development by completing another self-assessment in a couple of months
A: I have the resources and mindset that make this goal attainable.
R: Regular research and analysis will help me achieve my main goal, which is the development of the Accessing and Analyzing Information competency.
T: I would like to achieve my goal by the end of the semester.
S: Improve Initiative/Entrepreneurship competency by opening up a small business for an idea that I have had for a long time.
M: Opening/Registering my small business will be a clear indication if I have achieved my goal.
A: I have studied and researched the associated risks and opportunities of opening up my small business, and my research suggests that this goal is attainable.
R: Opening my small business is relevant in achieving my main goal, which is to improve my Initiative and Entrepreneurship competency.
T: My small business should be registered by the end of this course.
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Include an action verb or steps to take to accomplish the goal
Do something concrete
Is the objective precise and well-defined?
Is it clear?
Can everyone understand it?
How will we know when the goal has been completed?
What evidence is needed to confirm it?
Have you stated how we’ll judge whether it’s been completed?
Is it possible to perform the goal
How sensible is the objective in the current business situation?
Does it fit into the overall company plan?
Is there a deadline?
Is it appropriate to do this work now?
Are there review dates?
ACTION-ORIENTED
REALISTIC
TIME-BOUND
SMART Goal Development
S
M
A
R
T
SPECIFIC
MEASURABLE
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A SMART Goal is ONE sentence that incorporates all elements of the goal
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Improve my oral and written communication skills (Base Goal)
Improve my oral and written communication skills through the BBA Council, Enactus, and Toastmasters clubs
Improve my oral and written communication skills by joining the BBA Council, Enactus, and Toastmasters clubs
Join the BBA Council
Join the BBA Council by Week 1 next semester
Join the BBA Council, Enactus, and Toastmasters clubs
ACTION-ORIENTED
REALISTIC
TIME-BOUND
SMART Goal Development – Example
S
M
A
R
T
SPECIFIC
MEASURABLE
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A SMART Goal is ONE sentence that incorporates all elements of the goal
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Sample 1
Goal: “I want a raise”.
Good SMART Goal: “By December 1st of 2022, I will have positioned myself to ask for a raise of a minimum of 10% of my salary by cutting my department’s budget by 10% and increasing my department’s sales by 10%.”
Sample 2
Goal: “I want to lose weight”
Good SMART Goal: “I want to lose 30 lbs by April 15th 2023. I will perform a half hour of cardio and half hour of strength training per day, 5 times a week and I will only eat starchy carbohydrates 3 times a week.”
Sample 3
Goal: “I want to write a book”.
Good SMART Goal: “I want to write a work book on “How to add 10 years to your life” that is at least 150 pages in length and get it completed by June 30th 2009. I will write at least 4 pages every weekday until I complete the book.”
Unacceptable submission example
S: Write a workbook
M: that is 150 pages
A: 4 pages every weekday
R: 4 pages every weekday
T: By June 30
Remember it is NOT 5 sentences explaining what it is or the steps in achieving the goal
Due this week
Upcoming Deliverables
Complete discussion post #1
Review instructions on SLATE as there are 2 components and due dates
Watch for feedback on your discussion post to confirm if you need to attend the UGC Workshop
Review feedback from post #1
This will provide you direction for next week
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Complete the Getting to know you Quiz on SLATE
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PORT 40100D – Advanced Creative Learning Portfolio
[Amended for Remote Delivery] |
Assignment overview
Purpose
The purpose of this project is to continue the work from CLP1 & SMART goals as it relates to competency development. You will demonstrate your development of an Undergraduate Competency and share this learning using the Gibbs Reflective Learning Cycle. Unlike content or knowledge development, competency development is about change in behaviour. Through your UGC Assessment in the pre-work you will identify which competency has the opportunity for development and work with your professor to develop a S.M.A.R.T. goal that will explain what competency you are developing.
Instructions
There are 4 deliverables associated with this assignment worth a combined value of 25% of your final grade, each with their own rubric:
· 1 – UGC Development –
Discussion Board Posting #1 (5%)
· 2 – UGC Development –
Development
Plan (4%)
· 3 – UGC Development –
Update (4%)
· 4 – UGC Development –
Presentation (12%)
Considerations
Identifying your goal: in addition to your assessment, think about:
· Look at your work placement (co-op) or workplace feedback, is there an area that was identified for improvement?
· Is there something outside your educational discipline (HR, Supply Chain, Marketing, Finance, Accounting) that you are
curious
about and would like to learn more about?
· Do you have any development goals from CLP1 that you would like to enhance or revisit?
Duration of the project
· See SLATE for due dates. Therefore you will have 7-8 weeks to develop this competency
·
Note: Development of Leadership & Communication competencies are exempt from this assignment
1 – UGC Development – Discussion Board Posting #1 (5%)
Purpose
Based on your Undergraduate Competency (UGC) Assessment or feedback received in the workplace, identify the focus of your development project. Explain why it’s important to you.
Provide feedback to your peers that will help them to improve their goal.
Instructions
Submission type: Posting on Discussion board
Based on the exercise (pre-work) you did assessing your Undergraduate Competencies answer the following questions about your Development Project on the discussion board:
1. What
competency
and
specific behaviour(s)
are you working on for this project (for example: Initiative: Have a stretch goals and act on them)?
2. How will you
demonstrate
that you have developed this competency? (your project)
3. Explain
why
you want to develop the competency/sub-competency (specific behaviours) and how you think that this project will
stretch your abilities
?
4. What information (
research
) do you still need to be successful in your development journey?
a. Identify 1-2 research
questions
that will help you better understand your development of this competency
5. Write a draft
S.M.A.R.T. goal
for your competency development. Remember, a S.M.A.R.T. goal should be a single sentence. (Refresher resources are available on SLATE).
NOTE:
this assignment is about demonstrating your ability to develop the
competency
, not the details of the project.
Applying your
Written Communication
competency, provide feedback to 2 other students on their posts. Your goal is to help them
improve their plan, be sure to give them specific ideas on how to do that. Feedback that is kind will not suffice.
Important note regarding Discussion Board Deliverables:
·
Unlike the other assignments, this assignment will not be accepted past the posted due date because of its dependency on other student deliverables
·
Approval from your professor must be obtained before moving forward
·
Development of Leadership & Communication competencies are exempt from this assignment
Undergraduate Competency Development
|
Rubric
|
Area |
Level 1: Beginning 0-49% |
Level 2: Developing 50-70% |
Level 3: Accomplished 71-80% |
Level 4: Advanced 81-100% |
|
Discussion Board Posting |
· Limited or no reflection on questions posed |
· Limited reflection on questions posed. · S.M.A.R.T goal incomplete |
· Satisfactory reflection on questions posed. · SMART component missing |
· Robust reflection on questions posed · S.M.A.R.T components are complete in communicating the goal. |
|
0 |
1.75 |
2 |
2.5 |
|
|
Providing Feedback on Discussion Posting |
· Feedback was not provided |
· Feedback provided in 1 post · Feedback was constructive to enhance the goal |
· Satisfactory feedback provided in 2 posts. · Feedback was constructive to enhance the goal |
· Robust feedback provided to 2 peers. · Feedback was constructive to enhance the goal. |
|
0 |
1.75 |
2 |
2.5 |
2 – UGC Development – Plan (4%)
Purpose
This is your plan to develop the Undergraduate Competency which includes a final S.M.A.R.T. goal with your weekly plan/approach. If you fail to plan, you plan to fail.
Instructions:
Submission type: Document submission through SLATE drop box for A & B see SLATE for due dates
Building on the exercise you did in posting #1 and incorporating the feedback from your peers, answer the following questions about your UGC Development Project. If you prefer to use a template, one is available in the Content Assignment folder on SLATE.
Important note regarding your goal:
Approval from your professor must be obtained before moving forward
1. What competency and specific behaviour(s) are you working on developing for this project:
· Competency
· Specific behaviour(s)
2. What is your final S.M.A.R.T goal?
3. What does success look like? (visualise the final goal)
· How will you be able to
demonstrate
you have developed this competency?(behavioural measure)
· What
evidence
would you like to provide that shows your development? (evidence)
4. How will you
record
and
measure
your progress? Be specific.
· Breakdown a
plan
of weekly activities and/or goals (feel free to attach an additional file if necessary)
· Sample headings included below, feel free to use your own format. Your plan should include 8 weeks of planning
This also should be included in your final project as an update
|
Week |
Expected progress |
Resources |
Notes |
5. Identify any
obstacles
that may make it difficult for you to achieve this goal
· Complete
Horne-Ostberg Morning-Eveningness Questionnaire
to understand you circadian rhythm type.
· What did you learn about yourself from that assessment that will impact your UGC Development project?
6. From your research questions in post #1, provide 2 references you have used in research for this project (APA format)
7. A reflection about the role that you would like other people to have in your project (example: support, guidance, coaching…)
Rubric
|
Area |
Level 1: Beginning 0-49% |
Level 2: Developing 50-70% |
Level 3: Accomplished 71-80% |
Level 4: Advanced 81-100% |
|
Discussion Board Posting |
Plan is missing critical information |
Limited response on 7 questions |
Satisfactory reflection on the 7 questions posted. Answers are high level and are missing detailed descriptions or critical thinking |
Robust and thought out plan address all 7 questions demonstrates critical thinking and includes detailed descriptions |
|
1 |
2 |
3 |
4 |
3 – UGC Development – Update (4%)
1. What competency and specific behaviour(s) are you working on developing for this project:
· Competency
· Specific behaviour(s)
2. What is your S.M.A.R.T goal?
3. Provide an update on your progress (tip: use the plan from your last submission)
· What is the overall status?
· Are there changes you will be making to your plan? Why or why not?
4. Reflection of your progress: (200-400 words)
· What are you most proud of at this point in your development project?
· What challenges are you facing and how will you be using your mind-set & grit to overcome these challenges? (it may be helpful to look back at your CLP content)
5. Include a evidence (photo) of your progress with a brief description (no more than 250 words).
|
· Incorporate your self-assessment and the impact it had on your development journey · An update on what happen with your initial plan and how you progressed against it (weekly activities & goals to reality). What happen and why? · Remember the audience of the final audience of your CLP, it’s not your professor, it could be someone in industry. Set the tone accordingly. Example: “In CLP1my strengths finders was…” vs “through a professional assessment, I discovered my strengths…” |
Undergraduate Competency Development
|
This assignment has intentional elements to support the continued development of the following Undergraduate Competencies: |
|||||||
|
Critical Thinking & Problem Solving |
X |
Collaboration & Leadership |
Agility & Adaptability |
Initiative & Entrepreneurship |
X |
||
|
Oral & Written Communication |
X |
Accessing & Analyzing Information |
X |
Curiosity & Imagination |
X |
Technology (MS Office Tools) |
Rubric
|
Area |
Level 1: Beginning 0-49% |
Level 2: Developing 50-70% |
Level 3: Accomplished 71-80% |
Level 4: Advanced 81-100% |
|
Discussion Board Posting |
Update is missing critical information |
Limited response on 5 questions |
Satisfactory reflection on the questions posted. Answers are high level and are missing detailed descriptions or critical thinking |
Robust and thorough update address all questions demonstrates critical thinking and includes detailed descriptions |
|
1 |
2 |
3 |
4 |
4 – UGC Development – Presentation (12%)
Purpose
Once your goal has approved, you will work towards the development of your S.M.A.R.T. goal over many weeks. Presentations will link what you did for the project (e.g.: Learned Adobe Illustrator to create…) to the development of the identified Undergraduate Competency (e.g. Curiosity – be inquisitive and try to learn about things that are new to me).
Submission:
Submission type:
Part A: link to your video submitted in the SLATE dropbox
·
Undergraduate Competency Development Video:
·
3-minute video presentation submitted in the SLATE drop box
· The URL for your presentation (You can post on YouTube and delete it from at the end of the semester)
· Includes application of the Gibb Reflective Learning Cycle and relevant research and references
· Evidence of your development must be included. Missing evidence of development will result in a deduction of
15%
Important note regarding your presentation:
·
Unlike the other assignments, this assignment will not be accepted past the posted due date because of its dependency on other student deliverables
·
Plan ahead – technical challenges will arise, be prepared and ensure you have the appropriate time to address any challenges that may arise.
|
· Remember to include this on your final CLP. Include an opening paragraph to introduce your video. |
|
Area |
Level 1: |
Level 2: |
Level 3: |
Level 4: |
|
Level of Reflection Demonstrated (Part A) |
· Reflection is minimal · No personalization and connections with other concepts · Missing link to the development of the Undergraduate Competency · Missing connection to research and the development of the competency · Missing application of the · Missing evidence of development and has a critical analysis to the original plan created |
Missing on or more of the following components: · personalized and makes connections with other concepts discussed · linked to the development of the Undergraduate Competency · demonstrates research of content to development of the competency · application of the · evidence of development and has a critical analysis to the original plan created |
Advanced reflection that demonstrates: · personalized and makes connections with other concepts discussed · linked to the development of the Undergraduate Competency · research of content to development of the competency · application of the · evidence of development and has a critical analysis to the original plan created |
Robust reflection that demonstrated: · · linked to the · · application of the · |
|
0 – 5 |
7 |
8 |
10 |
|
|
Quality of Presentation (Part A) |
· The overall visual message is inappropriate for a professional environment · The organization of the presentation did not contribute to a consistent message · Repeated errors in grammar, spelling and word usage distracted greatly from the presentation · Voice is mumbling or too low, pronunciation is incorrect · Difficult to understand what is being said · |
· The overall visual message met the minimum requirements for a professional environment · The organization of the presentation was confusing at times · Repeated errors in grammar, spelling and word usage distracted from the presentation · Voice added some quality to the presentation however there was either some mumbling or too low, or pronunciation is incorrect · Generally able to understand what is being said · APA referencing missing |
· The overall visual message was appropriate for a professional environment · The organization of the presentation was appropriate for a professional environment, but was quite traditional · Limited errors in grammar, spelling and word usage · Voice added quality to the presentation in both volume and clarity · Easy to understand what is being said |
· The overall visual message was creative, compelling and appropriate for a professional environment · The organization of the presentation was creative, and appropriate for a professional environment, · No errors in grammar, spelling and word usage · Voice was used in a compelling manner that introduced enthusiasm and energy to the presentation · Easy to understand what is being said |
|
.5 |
1 |
1.5 |
2 |
|
|
· Evidence of development must be included, failure to do so will result in a deduction of 15% · Data Integrity & File Management: It is critical to ensure that you are submitting the right file, in the right folder at the right time. This is a professional expectation in industry, second chances will not be provided. |
Undergraduate Competency Development
|
This assignment has intentional elements to support the continued development of the following Undergraduate Competencies: |
|||||||
|
Critical Thinking & Problem Solving |
X |
Collaboration & Leadership |
X |
Agility & Adaptability |
X |
Initiative & Entrepreneurship |
X |
|
Oral & Written Communication |
X |
Accessing & Analyzing Information |
X |
Curiosity & Imagination |
X |
Technology (MS Office Tools) |
X |
2
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